Peter Lucantoni
Cambridge IGCSE®
English as a Second Language Coursebook Fifth edition
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06 -04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108465953 (Paperback) © Cambridge University Press 2018 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2018 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in the United Kingdom by Latimer Trend A catalogue record for this publication is available from the British Library ISBN 978-1-108-46595-3 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. ®IGCSE is the registered trademark of Cambridge International Examinations. All exam-style questions and sample answers have been written by the authors.
notice to teachers in the uk It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.
Contents Introduction iv How to use this book v Overview of Cambridge IGCSE English as a Second Language vi Menu viii
Part 1: Leisure and travel
2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
4 15 26 38 47
Free time Television Food Transport Holidays
Part 2: Education and work Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
Learning Jobs Communication Interviews Education
Part 3: People and achievements Unit 11 Unit 12 Unit 13 Unit 14 Unit 15
Achievements Organisations Famous people Medical care Healthy living
Part 4: Ideas and the modern world Unit 16 Unit 17 Unit 18 Unit 19 Unit 20
Social media The environment Hunger Fashions Technology
Appendix 1 Speaking-test cards Appendix 2 Student activities Appendix 3 Audioscript of accompanying CD
54 56 67 78 90 99
108 110 122 133 145 155
164 166 176 188 200 211 220 224 232
Acknowledgements 254
Cambridge IGCSE English as a Second Language
Introduction This new fifth edition is for students who are following the Cambridge International General Certificate of Secondary Education (IGCSE) English as a Second Language syllabus, and follows on from Introduction to English as a Second Language. However, this Coursebook can be used independently of the introductory volume. It is assumed that most of you who use this book will be studying English in order to improve your educational or employment prospects, so it includes topics and themes relevant to this goal. You will find passages and activities based on a wide variety of stimulating topics and about people from all over the world, which I hope you will enjoy reading and discussing. The book is divided into four themed parts: Leisure and travel, Education and work, People and achievements, and Ideas and the modern world. Each themed part is subdivided into units based on the specific skill areas of the IGCSE English as a Second Language syllabus: reading, writing, listening and speaking. Exam-style exercises are provided at the end of every unit. A new feature of the 5th edition is the inclusion of a short video at the start of every unit. It shows students discussing the unit theme. Speaking skills are practised through discussion activities and pair and group work, which occur in every unit. Furthermore, in Units 5, 10, 15 and 20, there is additional video material of students responding to exam-style exercises. Appendix 1 contains some examples of topic cards, similar to those used in speaking test examinations. iv
The material becomes progressively more demanding, with longer and more advanced texts used in the second half of the book. This progressive step-bystep approach, including Top Tips, Language Tips and Word Tips throughout the book, will help to build your confidence in all the necessary skill areas, while also developing your techniques for success in examinations. I hope you enjoy using this book, and I wish you success in your IGCSE English as a Second Language course!
Peter Lucantoni This book is dedicated, as always, to Lydia, Sara and Emily
How to use this book LEARNING OBJECTIVES
REFLECTION
The title of each unit shows which exam exercise it will focus on. Then there is a short list of the key skills you will learn. In this edition, there are four new Speaking units.
This feature gives you the chance to reflect on your progress throughout the unit and plan your next steps. EXERCISE
VIDEOS
The exam focus exercises help you to prepare for each exercise of the Cambridge IGCSE English as a Second Language exam. There is plenty of opportunity to practise new exercise types.
Videos show real students from around the world sharing their views on the topic of each unit. The new Speaking units also have additional Speaking test preparation videos.
Unit 1: Free time
Unit 15: Healthy living Focus on speaking: topic cards
REFLECTION
How well do you think you can do each of these things now? Give yourself a score from 1: Still need a lot of practice to 5: Feeling very confident about this In this unit you:
1
2
3
4
5
watched a video of students talking about their free time, and discussed what they said read an advertisement about apps and answered questions on it
Learning objectives
thought about the best strategies for providing short answers to questions
In this unit you will:
read an online advertisement for a webzine for teenagers and answered questions on it
watch a video of students talking about healthy living, and discuss what they say talk about different activities and healthy living read about two different healthy foods and discuss them watch and listen to students taking part in a speaking role-play, and assess their performance read about gardening and make notes and write a summary
■ ■ ■ ■ ■
A
practised speaking about your preferences and making suggestions. Now set yourself a personal goal based on your scores for Unit 1.
Reading, Exercise 1, skimming and scanning
a What do the students say are the reasons for taking care of our health? Make a note of three.
1 Read the following visitor information leaflet about markets in Cambridge, and then answer the exercises.
b What do the students do to have a healthy lifestyle? Could they improve it? How? 2 Talk to your partner/s about how the lifestyles of other people influence your own.
B
5
2
3
13
Cambridge offers you more than you would expect
155
Speaking and vocabulary
1 Look at the pictures (1–7). What can you see in each one? 1
v
Exam focus
Watch, listen and talk
1 Watch and listen to some IGCSE students talking about healthy living.
4
7
6
Unit 01.indd 13
10/27/2016 2:18:58 PM
LISTENING PRACTICE Unit 15.indd 155
10/27/2016 7:22:19 PM
WORD TIP
There is more listening practice in this new edition.
Word tips highlight vocabulary which students commonly misunderstand or misuse. LANGUAGE TIP ICONS Reading
Vocabulary
Speaking
Video
Writing
Language
Listening
Language tips help with grammar and structure. Sometimes they suggest further practice activities in the workbook.
TOP TIP
Top tips suggest strategies for improving your English and developing your skills.
Cambridge IGCSE English as a Second Language
Overview of Cambridge IGCSE English as a Second Language Reading and Writing Students will take either: Paper 1 (Core) – 1 hour 30 minutes – 60 marks in total – Grades C–G or Paper 2 (Extended) – 2 hours – 80 marks in total – Grades A*–E Exercise number
Type of exercise
Description
Total marks Core
Extended
Exercise 1 Skimming and scanning
Students read a text and answer a series of questions which require single word/ phrase answers.
9
13
Exercise 2 Multiple matching
Students read a text and answer a series of questions testing more detailed comprehension. Students match the correct answer to the question.
8
10
Exercise 3 Note-making
Students make brief notes on a text under a supplied heading or headings.
7
9
Exercise 4 Summary writing
Students write a summary of 80 words (Core) or 100 (Extended) about an aspect or aspects of a text. The text will be a different text from Exercise 3, for both Core and Extended.
12
16
Exercise 5 Writing
Students write 100–150 words (Core) or 150–200 words (Extended) in response to a short stimulus. The purpose, format and audience are specified. This might be a letter, an email or an article for a school magazine.
12
16
Exercise 6 Writing
Students write a report, review or article from 100–150 words (Core) or 150–200 words (Extended) in response to a short stimulus. The purpose, format and audience are specified and will be different to Exercise 5.
12
16
vi
Listening Students will take either: Paper 3 (Core) – Approximately 40 minutes – 30 marks in total – Grades C–G or Paper 4 (Extended) – Approximately 50 minutes – 40 marks in total – Grades A*–E Exercise number
Type of exercise
Description
Total marks Core
Extended
Exercise 1 Short extracts Students listen to four short extracts of dialogue or phone messages and answer questions on each. Questions require short answers, no longer than three words each.
8
8
Exercise 2 Note-making
Students listen to a formal talk and complete gaps in notes/sentences.
8
8
Exercise 3 Multiple matching
Students listen to six short, informal monologues and match each speaker to appropriate content.
6
6
Exercise 4 Multiple-choice Students listen to an informal discussion between two speakers and answer questions 3-option multiple-choice questions.
8
8
Exercise 5 Completing (Extended notes only)
-
10
Students listen to a talk and complete short notes. Then they listen to a short discussion based on this talk, and complete sentences using no more than one or two words.
Speaking Approximately 10–15 minutes – 30 marks in total (syllabus 0511) or grades 1–5 (syllabus 0510) Students take part in a discussion with the teacher on a set topic. After a short warm-up which is not assessed, students are allowed 2–3 minutes to read the speaking-test card which has been selected from a range of cards. The cards include prompts to guide the discussion. Students are not allowed to make written notes. The conversation itself should last 6–9 minutes. In syllabus 0510 marks for the Speaking component do not contribute to the overall grade. Instead, students will be marked from 1 (high) to 5 (low). Weighting for qualification Assessment objective
0511
0510
AO1: Reading
30%
35%
AO2: Writing
30%
35%
AO3: Listening
20%
30%
AO4: Speaking
20%
Separately endorsed
Skill
Assessment objectives
AO1: Reading
R1
identify and select relevant information
R2
understand ideas, opinions and attitudes
R3
show understanding of the connections between ideas, opinions and attitudes
R4
understand what is implied but not directly stated, e.g. gist, writer’s purpose, intention and feelings
W1
communicate information/ideas/opinions clearly, accurately and effectively
W2
organise ideas into coherent paragraphs using a range of appropriate linking devices
W3
use a range of grammatical structures and vocabulary accurately and effectively
W4
show control of punctuation and spelling
W5
use appropriate register and style/format for the given purpose and audience
L1
identify and select relevant information
L2
understand ideas, opinions and attitudes
L3
show understanding of the connections between ideas, opinions and attitudes
L4
understand what is implied but not directly stated, e.g. gist, speaker’s purpose, intention and feelings
S1
communicate ideas/opinions clearly, accurately and effectively
S2
develop responses and link ideas using a range of appropriate linking devices
S3
use a range of grammatical structures and vocabulary accurately and effectively
S4
show control of pronunciation and intonation patterns
S5
engage in a conversation and contribute effectively to help move the conversation forward
AO2: Writing
AO3: Listening
AO4: Speaking
The information in this section is taken from the Cambridge syllabus document. Teachers should refer to the appropriate syllabus document for the year that their students are entering for examination to confirm the details. More detailed information about the Cambridge IGCSE English as a Second Language examination, including support available for teachers and students, can be obtained from Cambridge International Examinations, 1 Hills Road, Cambridge CB1 2EU, United Kingdom, and online at www.cie.org.uk
vii
Cambridge IGCSE English as a Second Language
Menu Language focus
Unit aims
Exam focus
Main assessment objectives
Part 1: Leisure and travel Unit 1: Free time
2 Focus on reading
Discuss free time, read two advertisements, practise strategies for answering questions, discuss preferences and make suggestions Unit 2: Television
Adjective + noun
15 Adverbs
Reading, Exercise 2, multiple matching
R1, R2 26
To- infinitive Writing, Exercise 5, writing; Reading, Exercise 1, skimming and scanning
W1, W5
Focus on listening
Discuss methods of transport, hear about different travel experiences and a special kind of taxi, listen to short extracts, practise using expressions of surprise
38 Tenses
viii
Unit 5: Holidays
Reading, Exercise 1, R1, R2 skimming and scanning
Focus on writing
Discuss food and fast food, read a web article about fast food, analyse and write a letter, practise expressing opinions
Unit 4: Transport
4
Focus on reading
Discuss television programmes, read an article about television, read blogs, practise speaking using would/wouldn’t Unit 3: Food
Reading, Exercise 1, L1, L2 skimming and scanning; Listening, Exercise 1, Part A, four short extracts; Listening, Exercise 1, Part B, four short extracts
Focus on speaking and listening
47
Discuss holidays, listen to talks about aerial tourism and winter Compound Listening, Exercise 2, holidays, read about different types of holiday, practise asking and (multi-word) note-making answering personal questions adjectives
S2, L1
Part 2: Education and work Unit 6: Learning
54 Focus on reading and writing
Talk, read and make notes about school facilities, give advice and make suggestions, read an article about teens getting up, write notes about a language school Unit 7: Jobs
Reading and writing, R1, R2, R3 Exercise 3, note-making 67
Modals for advice and suggestions
Reading and writing, Exercise 3, notemaking; Exercise 4, summary writing
R2, W2
78 Passive voice
Writing, Exercise 6
W1, W2, W5
Focus on listening
Discuss interviews, listen to advice about CVs, listen to people being interviewed for a job, listen to six people’s experience of interviews, write a CV Unit 10: Education
Prefixes and suffixes
Focus on writing
Discuss communication and British and American English, read two articles about spelling and the decline in letter writing, analyse and practise writing Unit 9: Interviews
56
Focus on reading and writing
Discuss jobs, read an article about a cosmetic scientist, listen to someone talk about jobs with NASA, practise making notes, writing a paragraph and writing a summary Unit 8: Communication
Page
90 Imperative verb forms
Listening, Exercise 4, multiple-choice questions
L3, L4
Focus on speaking
Discuss education, read a web article about studying, practise talking about the speaking examination and listen to students’ discussions
99 ‘Alternative’ conditional structures
Speaking, Part 2, topic cards
S1, S5
Part 3: People and achievements Unit 11: Achievements
108 Focus on reading
Discuss world records and achievements, read an article about Olympic sports and another about an explorer, write about a hero Unit 12: Organisations
Past perfect Reading, Exercise 2, simple multiple matching
122 Nondefining relative clauses
W1, W3, W4
Reading and writing, Exercise 3, note-making; Writing, Exercise 5, writing
W2, W3
133
Focus on listening
Discuss medical care, listen to a discussion about Florence Nightingale, read about becoming a paramedic, listen to a talk about an international medical charity and discuss it Unit 15: Healthy living
Writing, Exercise 6
Focus on writing
Discuss fame and famous people, read two articles about different Discourse famous people, listen to someone talk about a famous motorcycle markers rider, write a blog about a famous person to show contrast Unit 14: Medical care
R1, R2
Focus on writing
Discuss and read about different kinds of organisations, listen to someone from a worldwide organisation and write about it
Unit 13: Famous people
110
145 Future in the past
Listening, Exercise 5, completing notes (Extended only)
L1, L2
Focus on speaking
155
Discuss healthy living and activities, read about two healthy foods, Quantifying Speaking, Part 2, topic watch and listen to students doing a speaking role-play, read, phrases cards make notes and summarise an article on gardening
S1, S5
Part 4: Ideas and the modern world
164
Unit 16: Social media
166
Focus on reading
Discuss social media using information from graphics, read about spending too much time online, listen to someone talk about mobile phone risks, read about favourite social media Unit 17: The environment
Referring words
Reading and writing, Exercise 3, notemaking; Exercise 4, summary writing
R1, R2, W2
188 Word building
Writing, Exercise 6
W2, W3, W4
Focus on listening
Discuss what fashion means to you, read an article about ethical fashion, listen to people talk about fashion and a talk about school uniforms
Unit 20: Technology
176
Focus on writing
Discuss hunger and chewing gum, listen to an interview about chewing gum, read and talk about biotechnology in food production, read a report about harmful foods and write a report about how food production impacts on the environment Unit 19: Fashions
S1, R1, R2
Focus on reading and writing
Discuss pollution, read and talk about a recycling system in Indonesia, read and talk about climate change, write notes and summaries Unit 18: Hunger
Quantifying Reading, Exercise 2, phrases multiple matching
200 Position of adjectives
Listening, Exercise 1, short extracts; Exercise 2, note-making; Exercise 4, multiplechoice questions
L1, L2, L3, L4
Focus on speaking
Discuss different technologies, read about some of the latest technologies, watch and listen to students doing a speaking roleplay, read and write a summary about the greatest technologies
211 Compound subjects
Speaking, Part 2, topic cards
S1, S5
Appendix 1: Speaking-test cards
220
Appendix 2: Student activities
224
Appendix 3: Audioscript of accompanying CD
232
ix
Part 1: Leisure and travel
In Part 1: Leisure and travel, there are five units (1 Free time, 2 TV, 3 Food, 4 Transport, 5 Holidays). You will: ■ ■ ■ ■ ■
watch and listen to some IGCSE students talking about each unit’s topic, and about the opening part of the IGCSE speaking exam; think about and discuss what the students said; read a variety of texts about apps, television, fast food, methods of transport, and different types of holidays; listen to people talking about their travel experiences, and a special kind of taxi; practise various exam skills: skimming and scanning, writing for purpose, asking and answering personal questions, and listening.
Before you start Part 1, look at the picture on these pages:
a b c d e
In which country was the picture taken? Why do you think this? How similar or different is the picture to where you live? What has the boy in the picture just done, or what is he about to do? Have you ever done this activity? If not, would you like to? Why? Imagine you are messaging a friend. How would you describe the picture to them?
Unit 1: Free time Focus on reading: skimming and scanning Learning objectives In this unit you will: watch a video of students talking about their free time, and discuss what they say read an advertisement about apps and answer questions on it think about the best strategies for providing short answers to questions read an online advertisement for a webzine for teenagers and answer questions on it practise speaking about your preferences and making suggestions
■ ■ ■ ■ ■
A
Watch, listen and talk
1 Watch and listen to some IGCSE students talking about their free time. a Make a note of three things that they enjoy doing, and three things that they do not enjoy doing in their free time. b Talk to your partner(s) about the things that you like and do not like doing in your free time. 4
B
Speaking and vocabulary
1 What do these pictures show? Discuss your ideas with a partner and write down at least five words or phrases that you think of. Example: people enjoying themselves 1
2
3
4
5
Unit 1: Free time
2 Complete the table with things that you enjoy and don’t enjoy doing. Use the pictures above and your ideas from the Watch, listen and talk activity. There are two examples. Compare your list with your partner’s. Are they the same or different? Enjoy watching films on TV
Don’t enjoy tidying my room
LANGUAGE TIP
Remember that the verbs enjoy and dislike are both followed by -ing NOT to Example: I enjoy watching movies on TV, but I dislike tidying my room. ✓ NOT I enjoy to watching movies on TV, but I dislike to tidying my room. ✗ NOT I enjoy to watch movies on TV, but I dislike to tidy my room. ✗ Complete the exercises in your Workbook. 5 TOP TIP
Skimming and scanning are two very different strategies for speed reading. They each have a different purpose, and they are not meant to be used all of the time. Skimming is used to quickly identify the main ideas of a text and is done at a speed three to four times faster than normal reading. Scanning is a technique you often use when searching for key words or ideas. In most cases, you know what you’re looking for, so you concentrate on finding a particular answer. Scanning involves moving your eyes quickly down the page looking for specific words and phrases. Remember that it is usually not necessary to read and understand every word in a text to find the answers to questions.
C
Reading
1 Discuss these questions with a partner. a When you want to find something quickly in a text, how do you read it? Which reading skills do you use? b When you read something for pleasure, such as a book or a magazine, do you read it in the same way as you read a school Chemistry textbook? c What other ways are there to read a text? 2 Look at the advertisement for Datasource products. Answer these two questions. You have ten seconds! a How many different products are advertised? b Which product is the most expensive? 3 Which reading skill or skills did you use to answer Activity C2? Did you read every word in the text? Did you read quickly or slowly?
Cambridge IGCSE English as a Second Language
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Unit 1: Free time
4 Answer the following question. Do not write anything yet. Which product has the biggest percentage reduction? 5 Which of the following is the best answer to the question in Activity C4? Is more than one answer possible? If so, why? a Datasource Trainer has the biggest percentage reduction. b The product with the biggest percentage reduction is Datasource Trainer. c It’s Datasource Trainer. d Datasource Trainer. e Trainer. 6 With your partner, ask and answer the following questions. Do not write anything yet. a How many products have a normal download price of less than $5? b How can you save an additional $5? c Which product offers the smallest cash saving? d How many Datasource Puzzle Finder apps were sold in a month in the USA? e Give three advantages of joining the Datasource loyalty scheme. f Which product offers you 60 minutes free of charge? g Which product is available in different languages? 7 Write the answers to the questions in Activity C6. Exchange your answers with a different pair and check them. Use the Top Tip to help you. 8 Have a quick look at the second text, You Write! Where might you find a text like this? Why? Choose one or more from the list. a dictionary an email a newspaper a comic a TV magazine a children’s magazine a blog a shop window a leaflet an encyclopaedia a website
TOP TIP
Often, you do not need to write full sentences for your answers. Sometimes a single word, a few words, or even a number, will be enough. However, you must show that you have understood the question and you must provide all of the information required. If you are writing numbers, be careful to spell them correctly. Also, if the answer is a quantity, make sure you include a symbol or a unit of measurement – for example $35, 10 kilometres, 2 hours.
9 What is the best strategy for addressing short-answer questions? Put the following points into a logical order. Be prepared to explain your order. a Search likely sections of the text. b Read the question. c Underline the key word/s. d Ask yourself what information the question is asking for. 10 Look at these questions based on the You Write! webzine. Do not write anything yet. Find and note down the key word/s in each question. a Who is You Write! for? b When can you read the next publication? c How many sections are there in the webzine? d What is the maximum number of words for a creative story? e If something has made you angry, for which section should you write? f Which section does not tell you how many words to write? g After you have finished your writing, what do you have to do? h How long can the title for your writing be? i
If you select the final box, what will you not receive?
11 Now write the answers to the questions in Activity C10. Keep your answers short, but remember to include all the information that the questions ask for. Exchange your answers with a partner and check them.
TOP TIP
Notices, leaflets, signs, advertisements and timetables can contain a lot of information in various formats. The best strategy for answering questions on sources like these is to decide which word or words in the question will lead you to the place in the text that contains the answer. These words are called key words.
7
Cambridge IGCSE English as a Second Language
www.youwrite.eu
! e t i r W You
The amazing and unique* online webzine for teenagers who want to share their writing!
Send us your writing by 30th June for a chance to see it in the next issue (publication date 31st July) of You Write! Choose which section you want your work to appear in: MY STORY, MY POEM, MY OPINION, MY REPORT
8
MY STORY: For those of you with a story to tell, this is the section for you! We will consider your funny or serious, original*, creative stories up to a maximum of 275 words.
MY POEM: What has inspired you to write a poem? An interesting person? An unusual place? A funny pet? Extreme weather? Send us up to 25 lines of your inspired writing in order to be considered for this section.
MY OPINION: Use this section if you want to get something off your chest! Has something annoying happened that makes you want to put pen to paper? If you are feeling particularly angry, upset, or even happy about something, share your opinion by writing no more than 200 words.
MY REPORT: Seen or heard something interesting locally that you want to tell others about? Perhaps a new cinema has opened in your town, or your local team won its most recent match? Maybe you want to write about something that you were personally involved in, such as a music or drama festival? Send us your report, up to 275 words.
What do I do next? Complete and submit the form below. You must do this electronically. Do not forget to attach your piece of writing! First name:
Family name:
Email:
Age last birthday:
Name of school:
Which section are you writing for? Please select. My Story ❏
My Poem ❏
My Opinion ❏
My Report ❏
Title for your writing (maximum FIVE words): Number of words: I have my parent’s/guardian’s permission to submit my writing to You Write! Please select YES NO Data Protection Act: Sometimes we may wish to send you information about other products that we feel may be of interest to you. Select this box if you do NOT wish to receive such information ❏ Need to contact us? Click here or email us: info@youwrite.eu
*See the WORD TIP in Section D.
Unit 1: Free time
D
Language focus: adjective + noun
1 Notice the use of adjectives in the two texts you have read in this unit: amazing app up-to-date app amazing online webzine creative stories a Copy and complete this sentence. Adjectives are used to provide… … about… … . In English, adjectives usually come… … the noun. b What happens in your language? What is the usual order for adjectives and nouns? 2 Quickly read through the two texts in Section C again. Find at least three more examples of adjective + noun combinations in each text. Compare your examples with a partner’s. 3 Adjectives can often be formed from other parts of speech. Copy and complete the table with the correct words. You may not be able to fill in all the gaps. Adjective
Noun
Adverb
Verb
amazing
amazement
amazingly
amaze
special
…
…
…
incredible
…
…
…
delightful
…
…
…
funny
…
…
…
serious
…
…
…
original
…
…
…
creative
…
…
…
4 Look back at the two texts in this unit and find at least five more adjectives. Add them to your table and then complete the other parts of speech (noun, adverb and verb) where possible. 5 Notice that there are different possible endings for adjectives in English. Using the words from Activities D3 and D4, list some of these possible endings. Then think of three more examples for each ending. Example: -ing: interesting, amazing, tiring, fascinating, boring 6 Choose eight adjectives from Activity D5, then combine them with nouns and use them in sentences of your own. Example: That webzine was full of interesting stories and ideas.
Complete the exercises in your Workbook.
WORD TIP
original = 1 INTERESTING: not the same as others; 2 FIRST: the earliest form of something unique = 1 NOT THE SAME: different from everyone and everything; 2 SPECIAL: unusual and special; 3 BE UNIQUE TO: to exist in only one place, or connected to only one person or thing Use either original or unique to complete the sentences in your Workbook. Adapted from Cambridge School Dictionary 2008
9
Cambridge IGCSE English as a Second Language
E 1
peaking: Showing preferences and making S suggestions CD1, Track 2 Listen to Maria and Christos talking. How many different ways do they use to show a preference or to make a suggestion?
2 Look at the audioscript in Appendix 3 and check the meaning of the phrases that are underlined. 3 Think of more ways to show a preference and to make a suggestion. Copy the table below and add more phrases. Compare your answers with your partner’s. Showing a preference I’d rather go …
Making a suggestion Why don’t we go … ? Let’s go …
4 Usually when we show a preference for something or make a suggestion, we also give a reason. What reason does Maria give for wanting to go to the shopping centre later? What reason does Christos give for wanting to go to the shopping centre at the weekend?
LANGUAGE TIP
Look at how preference and suggestion phrases are followed by infinitive, to infinitive or -ing forms of the verb. 10
+ infinitive
+ to infinitive
+ -ing
Why don’t we + do?
Would you like + to do?
What/How about + doing?
Let’s + do
I’d like + to do
What do you think about + doing?
I suggest we + do
I(’d) prefer + to do
I suggest + doing
Can’t we + do? I think we should + do I’d rather + do Complete the exercises in your Workbook.
5 Work with your partner. For each of the following examples, one of you makes a suggestion and the other gives a preference. Use a variety of phrases from the Language Tip, and support your suggestions and preferences with reasons. Example: Buying new trainers or a birthday present for someone. Maria: Why don’t you buy those new trainers we saw in town? Christos: No, I don’t think so, Maria. It’s my mum’s birthday next month and I’d prefer to save my money for her present. a Going shopping or staying home to study. b Eating Italian or Japanese food in a restaurant. c Watching a film at the cinema or on TV. d Playing basketball or going swimming. 6 A competition has just been announced. An area of land near your school is going to be developed. For the competition, you need to make a short speech to your school friends,
Unit 1: Free time
giving your preferences and reasons for the development of the land. Plan your speech. It might be helpful to write down some ideas, like this: shopping centre
could include computers restaurant
LAND
library
car park
F
Reading
1 You are going to read a newsletter about a sports centre. There are six sections: Welcome! Opening hours Membership Facilities Focus on gyms Personal fitness In which sections do you think you will read the following information (a–f)? Why? a Adults b and make you feel at home! c Olympic and children’s starter pools d increase your strength e reach your potential f Monday–Saturday 2 Write a list of other information you would expect to find in each of the six sections. Write two things for each section. Give reasons for your choices. 3 Quickly read the Achileas Sports Centre newsletter and check your answers to Activities F1 and F2. 4 Read the newsletter in more detail and write answers for questions a–j. a How often is the newsletter published? b What time does the sports centre close on public holidays? c What is the cost for a family for a six-month membership? d How many swimming pools are there? e What non-sport facilities does the complex offer? Give two examples. f How many different ‘fitness goals’ are mentioned? g What do you need to do before the staff can design your personal-fitness programme? h How is your progress assessed? i
What is the main goal of the sports centre?
j
What two things do all the ‘focus’ gyms offer?
5 Follow these instructions and design your own information leaflet. a Choose somewhere for your leaflet. It could be another sports centre, a shopping mall, an entertainment complex, or somewhere else of your choice. b Include four different sections of information, which could be similar to the ones you have seen here, or different ones. c Write about 50 words for each section. d Write two questions per section (total eight questions) for your partner to answer.
TOP TIP
Making suggestions and expressing preferences about a particular topic are important aspects of speaking effectively. Although it is important to speak accurately (and using set phrases like the ones in this unit will be very helpful) in order to ensure that no misunderstandings take place, the most important thing is to talk confidently. Also, try to avoid using slang expressions (say yes not yeah) and vocabulary, and single-word answers to questions.
11
Cambridge IGCSE English as a Second Language
Welcome!
Welcome to the new Achileas Sports Centre and Swimming Pool Complex monthly newsletter! We offer a wide variety of activities for you and all your family and friends. Whether your interest is fitness, football, tennis, basketball or swimming, we can offer you an excellent range of activities to suit all your needs, and make you feel at home! We hope you will enjoy your visit to the new Achileas Complex and take advantage of the many facilities available. Opening hours Swimming Pool Monday–Friday Saturday–Sunday & public holidays Sports Centre Monday–Friday Saturday–Sunday & public holidays Achileas Restaurant Monday–Saturday 12
Sunday & public holidays
07.00–22.00 08.00–21.00 06.00–22.00 09.00–20.00 12.00–15.00 & 19.00–23.00 12.00–15.00 only
Membership Children Adults (6–17) (18+) Annual 6-monthly 3-monthly Monthly Weekly Daily
$250 $130 $70 $25 $20 $10
$400 $210 $110 $45 $40 $20
Couples (2 adults)
Family (2 adults + 2 children) $350 each $1,000 $180 each $600 $100 each $330 $40 each $120 $35 each $105 $15 each $45
Facilities Five fitness and special-focus gyms, one children’s gym, Olympic pool and children’s starter pool, four squash courts, four badminton courts, two basketball courts, eight outdoor tennis courts, two
all-weather football pitches, Achileas Sports Shop, Achileas Restaurant. Focus on gyms Whatever your fitness level, whatever your age and whatever your fitness goals, we have something to offer you in one of our special-focus gyms! If you would like to lose weight, tone up, increase your strength or improve your health, we have highly qualified staff on hand to motivate you. All of this takes place in one of our five focus gyms: cardiovascular, resistance training, free weights, general and sports injury. All our focus gyms offer state-of-the-art machines and excellent user-friendly equipment, catering for all your health and fitness needs. Personal fitness Whether you wish to work out once a week or every day, for ten minutes or an hour, after an initial consultation, our staff will design your own personal-fitness programme, tailored to suit your individual needs. You will also benefit from regular reviews, where your progress will be monitored and your programme updated or adjusted accordingly. Our primary aim is to motivate you to reach your potential.
Unit 1: Free time
REFLECTION
How well do you think you can do each of these things now? Give yourself a score from 1: Still need a lot of practice to 5: Feeling very confident about this In this unit you:
1
2
3
4
5
watched a video of students talking about their free time, and discussed what they said read an advertisement about apps and answered questions on it thought about the best strategies for providing short answers to questions read an online advertisement for a webzine for teenagers and answered questions on it practised speaking about your preferences and making suggestions. Now set yourself a personal goal based on your scores for Unit 1.
Exam focus Reading, Exercise 1, skimming and scanning 1 Read the following visitor information leaflet about markets in Cambridge, and then answer the exercises.
Cambridge offers you more than you would expect
13
Cambridge IGCSE English as a Second Language
General market Cambridge is a market city, and people have been trading at the historic market square in the city centre for hundreds of years. The general market is open Monday to Saturday in the main Market Square opposite the City Hall. Between 10 a.m. and 4 p.m. the market is busy with around 100 stalls selling fruit, vegetables, plants and flowers, but also on sale are books, clothes and even electrical items. Many of these stalls change on a daily basis, so you may not find the same things from one day to the next. You can even have your trousers, shoes, bike or sewing machine mended if you are not in a rush.
Arts, crafts and local produce market
14
The arts, crafts and local produce market is also situated in the main Market Square, and is open every Sunday. Here you can find a wide selection of produce from the region’s finest artists, craftspeople, photographers and farmers. The market is a great mix of everyday items such as organic fruit and vegetables, unique gift ideas, antiques, books, pictures and jewellery. You can also find personalised gifts at this market, which make ideal presents for family members and friends, or even something for yourself as a reminder of your visit to Cambridge.
Street traders’ market Cambridge offers an excellent range of street traders located around the historic centre, along Silver Street and other streets nearby. They include a huge number
of food and drink sellers, offering burgers, jacket potatoes, savoury and sweet crepes, and plenty of vegetarian options, so there’s no excuse to go hungry while shopping.
Garden art and craft market This garden art and craft market started in the summer of 1975, and since then has become increasingly popular with locals and tourists. The market encourages Cambridge artists and craftspeople by giving them somewhere to sell the things they make, such as designer jewellery, ceramics, wood carvings, artwork and much more. In the early days, when the market first opened, it was a fair-weather, summeronly event. The stalls had no roofs, and if it rained, the artists had to throw plastic sheets over their displays, and then hide under umbrellas or trees for shelter. Nowadays the stalls are protected, not just by the many trees which also provide shade, but by purpose-built covers. Over the years, the garden art and craft market has quickly flourished, not only due to its reputation for beautiful quality arts and crafts but more importantly as a result of its affordable prices. Furthermore, improved public transport links have made it easier for more people to visit Cambridge and the market. However, perhaps the most important reason for the increase in the market’s popularity is the chance for people to talk to the makers of the products that they want to buy. The market, just opposite Trinity College, is held every Saturday and some weekdays during the peak holiday season, and is truly not to be missed. Adapted from www.cambridgebid.co.uk
a Where exactly is the general market located?
[1]
b Why might it be a bad idea to delay buying something at the general market?
[1]
c What service is offered for people who have time to wait?
[1]
d Which is the best day to buy home-grown food?
[1]
e Which market would be a good place to buy a souvenir?
[1]
f Where would you go to find the largest choice of food and drinks?
[1]
g How does the garden art and craft market support local traders?
[1]
h What nowadays protects buyers and sellers at the garden art and craft market? Give two examples.
[2]
i Why has the market grown so fast? Give four examples.
Extended only [4]
[Total: 9 Core, 13 Extended]
Unit 2: Television Focus on reading: multiple matching Learning objectives In this unit you will: watch a video of students talking about television, and discuss what they say talk about different types of television programme read about 21st-century televisions and answer questions practise using would/wouldn’t in spoken language read blogs from different people and match them
■ ■ ■ ■ ■
A
Watch, listen and talk
1 Watch and listen to some IGCSE students talking about television programmes. a Make a note of three different types of programme that the students like, and any types of programme that the students never watch. 2 Talk to your partner(s) about the TV programmes that you like and do not like watching.
B
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Speaking and vocabulary
1 Work with a partner. Look at the pictures. What type of television programme does each one show? Did the students you just watched mention any of these? Example: 1 = cartoon 1
3
2
4
5
2 What other types of television programme can you and your partner think of? Make a list.
Cambridge IGCSE English as a Second Language
3 Discuss these questions with your partner. a How much TV do you normally watch each day? At the weekend? How much do you watch each week? What does it depend on?
LANGUAGE TIP
Remember the structure: spend time doing something.
b What about your friends? Do they watch more or less TV than you do, or about the same? c What would you like to see more of on TV? Why?
Example: How much time do you spend watching movies on TV?
4 Work with your partner. Imagine you are responsible for putting together a six-hour TV time slot for next weekend. What would you include? How much variety would there be? Which age groups would you target? Use your ideas from the previous activities to create your TV schedule.
I probably spend three to four hours watching movies. ✓
5 Share your TV schedules and decide which TV programmes you are going to watch next weekend.
NOT I probably spend three to four hours to watch movies. ✗
6 Look back at the list you made for Unit 1, Activity B2. How much time do you spend doing these activities each week? Copy the table below. Complete the first two columns for yourself, then discuss with your partner and complete the third column. Activities
Minutes each week (partner)
Watching films on TV
…
…
600
…
…
…
500
…
…
…
…
…
…
Minutes per week
16
Minutes each week (me)
7 Optional. Look at the graph and answer questions a–e.
400
c What does the bottom axis show? d Which axis is horizontal and which one is vertical? e What do the small numbers at the top of each shaded column show you?
240 180
200
0
b What does the left-hand axis show?
360
300
100
a What is the title of the graph?
600
60
90
A
B
C D E Activities
Time spent by young people on activities.
LANGUAGE TIP
In Unit 1 Section D, you looked at some of the different endings that adjectives can have. When we want to describe the shape or position of something, we often use an -al ending, and sometimes an -ar ending – for example horizontal and circular.
cylinder
triangle
diagonal
hexagon
symmetry
3D
sphere
angle
Look at the shapes in the pictures. Which adjectives describe them? Complete the exercises in your Workbook.
F
Unit 2: Television
8 Work with a partner. Which of the following activities do you think are represented in the graph (A–F) above? Write down your answers. Be careful – there are four extra activities that you do not need to use! doing a hobby doing voluntary work doing homework helping in the home gardening playing computer games doing sport reading books and magazines using social media watching TV 9 Compare your choices with the ones your teacher gives you. Does anything surprise you? Which activities didn’t you choose? Why not? 10 Draw a similar graph using information supplied by the people in your class or school. Your teacher will help you to obtain the information and to draw your graph.
C
Reading
1 You are going to read an internet article: ‘What’s a television today?’ Before you read, discuss the following points with your partner. Decide if you agree or disagree with each other, and give reasons. a The television set is the focal point in every home. [1] b Television has been completely transformed by technology. [2] c Televisions nowadays are designed to provide an experience similar to an evening in the local cinema. [2] d Many people predicted that television would soon be gone, but it is very much here to stay. [3]
17
e Many people watch television and multitask. [4] 2 Have a quick look at the internet article ‘What’s a television today?’ Find the points a–e from Activity C1 and see if the writer has the same ideas as you and your partner. The paragraph number is given in [brackets] to help you. 3 Do not look at the article again yet. Study these adjectives and nouns. Which adjective do you think describes which noun? Can any adjective describe more than one noun? Can any noun be described by more than one adjective? Example: b + 1 focal + point Adjectives
Nouns
a daily
1 point
b focal
2 televisions
c high-quality
3 programmes
d high-speed
4 viewing
e top-quality
5 sound systems
f
6 availability
traditional
g widespread
7 dose of entertainment
h wrap-around
8 wireless internet
TOP TIP
When you see a word in a text that you do not understand, you can try several strategies to work out what the word means. First, look at the context (the words around the problem word). Then, try breaking up the word into smaller parts (for example breaking infrequent into in + frequent). Another strategy is to think if there is a similar word in your own language.
Cambridge IGCSE English as a Second Language
provide an experience similar to an evening in the local cinema. The other transformation is of course the television’s thickness, or perhaps we should refer to its ‘thinness’. Recently a major manufacturer announced that its latest television was ‘the thickness of only four credit cards’!
What’s a television today?
18
1 The family television set has always been the focal point of every living room in the country, and whoever has their hands on the remote is not to be argued with. But nowadays, every screen in the house, from traditional televisions to tablets and mobile phones, in the kitchen as well as in the bedroom, can access top-quality programmes, twenty-four hours a day, every day of the year. Fighting for control of the remote is no longer an issue, even if the television still remains king. 2 As for the television itself, it has been completely transformed by technology. In fact, many sets are no longer called ‘televisions’, but have been rebranded as ‘smart TVs’. The thing that supposedly makes them smart is the fact that they can be connected to the internet, and they have therefore become extremely large computers, usually attached to your living room wall. Many are no longer flat, but curved, giving the impression of ‘wrap-around’ viewing, and come with high-quality sound systems. These are designed to
3 But despite changes in what your television actually looks and sounds like, and the fact that there are now other ways to access entertainment and information, it is still not time to say goodbye to the living room centrepiece (nor to the remote). While many people predicted that television would soon be gone, it is very much here to stay. Not only can the television now provide much more than just a daily dose of entertainment, but, due to its size and position, it also acts like a sponge, attracting family members to one focal point in the home. In an age when everyone and everything is so fast moving, the role of the television in stabilising everyone in one place should not be ignored. 4 The interesting thing about television viewing nowadays, however, is that many people watch and multitask. In other words, although they may be sitting in front of the television, a large percentage of viewers are very openly using their smartphone or tablet at the same time. This could be to stay in touch with friends and family through social media, but it could also be to research further something seen on the television. Coupled with the increasingly widespread availability of high-speed wireless internet, today’s television viewing experience has become far more interactive and more sharable. © Peter Lucantoni
LANGUAGE TIP
Adjectives give more details about a place, a person, a thing or an idea. They describe nouns by giving information about the object’s size, shape, age, colour, origin or material. A compound adjective is formed when two or more adjectives are joined together to modify the same noun. These adjectives should usually be hyphenated to avoid confusion. Complete the exercise in your Workbook.
4 Read the text again and check your answers to Activity C3. 5 According to the text, are the following statements (a–g) true or false? Give reasons for your answers and say in which paragraph you found the information. a Top-quality programmes are now available from many different sources, not just television. b Televisions are no longer called televisions.
Unit 2: Television
c Smart TVs have to be fixed to the living room wall. d Televisions have become extremely thin. e Today’s television encourages family members to socialise with each other in one place. f Watching television and using another form of technology at the same time is now considered normal. g Faster internet speeds allow television viewers to interact more easily.
D
Language focus: adverbs
1 Look at these seven phrases taken from the article you have just read. The italic words are all adverbs. What is the role of each adverb: to describe a verb, another adverb, or an adjective? a … it has been completely transformed … b The thing that supposedly makes them smart … c … become extremely large computers … d … usually attached to your living room wall. e … your television actually looks and sounds like … f … viewers are very openly using their smartphone … g … the increasingly widespread availability of … 2 Work with a partner. Choose any ten consecutive letters from the alphabet. Think of an adverb that begins with each of the ten letters and list them. Examples: F, G, H, I, J, K, L, M, N, O F – fabulously, G – greatly, H – horrendously, I – interestingly … 3 Check your adverbs and then compare your lists. 4 Complete each sentence below with a suitable phrase containing either: adverb + verb, adverb + adverb, or adverb + adjective. Examples: Look at Mario’s car. It’s been completely destroyed in the accident. His brother, Michael, wasn’t injured and the police were incredibly helpful. I’m sure Michael will drive very slowly from now on. a Elena thought the new café would be cheap, but … . b Siphiwe usually plays well, but today he’s … . c When Rasheed and Ranya arrived at their hotel, they were surprised to see that everything was … . d The mountains in the interior of the island were … . e The room had been painted in a strange way: the walls were … . f George did not tell anyone that he was going to visit us. He arrived … . g The film was much too long and was … . h Only Sayeed agreed with Fiona. Everyone else … . i The results of the survey showed that older people … . j Tutaleni tried to be independent, but his elder sister Nangula … . 5 Write five sentences of your own. Each sentence must include either: adverb + verb, adverb + adverb, or adverb + adjective.
LANGUAGE TIP
Adverbs can describe verbs, other adverbs and adjectives. They are used to describe how, where, when, why and how often something happens. Example: Maria worked quickly, but wrote very carefully during the test. When she was nearly ready to finish, she rechecked everything. In this example, quickly tells us how Maria worked (verb), very tells us how carefully (adverb) she wrote, nearly tells us to what extent she was ready (adjective). Complete the exercise in your Workbook.
19
Cambridge IGCSE English as a Second Language
E
Speaking: Would/wouldn’t do
1 Read this paragraph about the amount of pocket money that young people need. Check any unknown words or phrases.
Do teenagers need more or less pocket money to meet their daily expenses? Pocket money allotted daily or weekly by parents is the main source of cash for today’s teenagers around the world. Depending on where they live, teenagers have different financial needs. They usually use pocket money to pay for public-transport fares, cinema tickets, entrance fees, or to buy some snacks while at school. As the living standards in many developed and developing countries are constantly improving, teenagers need more and more pocket money to meet their daily expenses. In countries that are experiencing financial instability and currency fluctuations, teenagers need increasingly more cash to make up for the effect of inflation. The money they had yesterday may buy fewer things today. Adapted from www.financialized.ca
20
2 Work in small groups. Ask and answer these questions. a Do you think you receive enough pocket money? LANGUAGE TIP
b What do you buy with your pocket money? c What phrases in English would you use to ask your parents or a family member for more pocket money? d Would you need to give a reason for asking for more? 3 Copy the table and add the phrases below in the correct columns. Cleaning the car is fine by me Cleaning the car is something I’d never do Cleaning the car is the last thing I’d do I can’t imagine myself ever cleaning the car I certainly wouldn’t ever clean the car I would be prepared to clean the car I would enjoy cleaning the car I wouldn’t have a problem with cleaning the car I wouldn’t mind cleaning the car I’d be quite happy to clean the car There’s no way I’d ever clean the car Would I would (I’d) be prepared to clean the car
Wouldn’t Cleaning the car is something I’d never do
4 Suppose you urgently needed some extra money. Would you be prepared to earn it instead of just asking for it? What would you be prepared to do to earn it? What wouldn’t you be prepared to do? Discuss your ideas with your partner and try to use some of the phrases from Activity E3. Examples: would: I’d be quite happy to do the washing. wouldn’t: I certainly wouldn’t empty the bins.
When you want to ask for something in a polite way, you might use expressions such as: Is there any chance/ possibility I could have (something)? Do you think it would be possible (for me) to have (something)? Would you mind if I had (something)? Can I have (something)? Could you let me have (something)? ‘Please’ is often used before ‘Can I...?’ and ‘Could I...?’ Notice the verb forms before (something).
Unit 2: Television
F
Reading
1 Here are the first sentences from three blogs about television, written by three different people. A Television is definitely not what it used to be. B For me, television is an educator above everything else. C I’m retired now, but all my life I’ve never had a television in my home. Which of the six words in the box below would you expect to read in each blog? Why? Do not worry if you are not completely sure. There are two phrases for each blog. … current affairs … … from science to geography … … is full of books … What happened to the days …? Apparently nowadays everyone is a celebrity, … When I was a kid … 2 Decide with your partner in which of the three blogs you think you will find the following conclusions (a–c). Give reasons for your choices. Do not worry if you are not completely sure. a But for those people who can only complain about the quality of programmes available, I suggest looking just a little deeper at your television schedule and sure enough you will find something that will not only entertain you, but educate you too. b Nowadays it’s just a platform for these so-called celebrities to show off and make themselves look far more important than they really are. c Sometimes I am involved in three–four books at the same time, in different rooms of the house! 3 Quickly read the three blogs and check your answers to Activities F1 and F2.
Blog A: Marcos Andreou Television is definitely not what it used to be. For one thing, there are a lot more celebrities on our screens who, several years ago, would never have even been considered remotely interesting or important enough to appear on a TV show. Apparently* nowadays everyone is a celebrity, no matter who they are or what they have done. Every time you switch on the TV there’s another supposedly ‘famous’ person telling us what they think about something. I recently watched a cooking programme which was hosted by a celebrity chef. His one aim seemed to have nothing to do with cooking skills, but with making jokes about football and trying (completely unsuccessfully, I might add) to be funny for 40 minutes. He also promoted his new book, advising everyone to buy it and read it. I learnt nothing about cooking, but I certainly learnt how to tell a bad joke. What happened to the days when television entertained and informed us? Nowadays it’s just a platform for these so-called celebrities to show off and make themselves look far more important than they really are. * See the WORD TIP.
TOP TIP
With multiple matching exercises such as the one in this section, the text could be either one continuous text divided into sections, or up to six shorter texts (both Core and Extended papers). However, the content of the Core text or texts will be different from the content of the Extended text or texts, and shorter in length.
21
Cambridge IGCSE English as a Second Language
Blog B: Alma Dusit For me, television is an educator above everything else. Today we are incredibly lucky to have access to so many good-quality educational programmes, from science to geography and history, and even cooking and sport. There really is no excuse not to be well-informed about current affairs, or whatever your particular interest might be, no matter how many books you read. Obviously*, there is also a lot of rubbish on television, but with so many ‘free-to-air’ channels readily available, we are definitely spoilt for choice, and we can’t use money as an excuse not to watch. My biggest problem with television is not knowing what to watch. I often cannot decide which are the best programmes for me, but nowadays many television systems allow you to record programmes or ‘catch up’ later on something that you might have missed. This of course creates a further problem: finding enough time to watch everything! But for those people who can only complain about the quality of programmes available, I suggest looking just a little deeper at your television schedule and sure enough you will find something that will not only entertain you, but educate you too. * See the WORD TIP.
Blog C: Ali Isfahan 22
I’m retired now, but all my life I’ve never had a television in my home. When I was a kid my parents couldn’t afford to buy a television, and this was the same for many other families in our street. When I left home and went to university, television was still a relatively new thing in our lives, so once again I didn’t have one. After that, I was thinking about my future life, and having a television just wasn’t a priority. In any case, I’m a great reader: I’m never without a book, no matter where I am or where I’m going. I even take a book with me when I go shopping in the supermarket, or to the bank, just in case I have to wait in a queue. So for me a home without a television just isn’t an issue. My whole house is like a library. It’s a school, a college, a university! Every room, including the kitchen, is full of books, so if I need entertainment I simply pick one up. Sometimes I am involved in three–four books at the same time, in different rooms of the house!
4 Read the blogs more carefully in order to complete this exam-style question: You are going to read three blogs about television, written by three different people. For questions a–h, choose from blogs A–C. The people may be chosen more than once. Which person: a always has something to read? b prefers other entertainment to watching television? c believes that television can teach us whatever we want? d thinks television is different nowadays? e has difficulty choosing a programme to watch? f is not bothered about their lack of a television? g mentions money and television? h thinks that famous people on television are not really very important?
TOP TIP
Some exam questions may require you to identify relevant information and details in one or a number of texts. Some of the texts may say similar things, so you need to read carefully to make sure you understand the content.
Unit 2: Television
WORD TIP
obviously = in a way that is easy to understand or see apparently = 1 OTHERS SAY: used to say that you have read or been told something although you are not certain it is true; 2 SEEMING TRUE: used to say that something seems to be true, although it is not certain Use either obviously or apparently to complete the sentences in your Workbook. Adapted from Cambridge School Dictionary 2008
REFLECTION
How well do you think you can do each of these things now? Give yourself a score from 1: Still need a lot of practice to 5: Feeling very confident about this In this unit you:
1
2
3
4
5
watched a video of students talking about television, and discussed what they said talked about different types of television programme read about 21st-century televisions and answered questions practised using would/wouldn’t in spoken language read blogs from different people and matched them Now set yourself a personal goal based on your scores for Unit 2.
Exam focus Reading, Exercise 2, multiple matching 1 You are going to read an article in which four people comment on a television programme they particularly enjoy. For questions a–j, choose from the people A–D. The people may be chosen more than once. A Andrew Andrews World at One This daily news programme is incredibly popular. I mean, all my friends and family members try to catch it if they can, even though the timing can be a bit difficult. The thing that most impresses me is the content, which is always very international. So it’s not just home news, which can be a bit boring and repetitive, but news from all over the world, and it’s delivered in a very professional manner. The programme lasts about 30 minutes, I think, and starts with the latest headlines and then moves to ongoing stories. There is some sports content, but they seem to keep it to a minimum, which is good, as I’m not really a big sports fan. Other things that I particularly enjoy are the mix of presenters, so it’s not always the same person reading the news.
23
Cambridge IGCSE English as a Second Language
B Ismaila Martino My Life in Rome Travel special If there’s one television show that never fails to completely engage me, it has to be this one, because it takes me to places that I will probably never be able to go to myself. Of course, never say never, but sometimes it’s actually just as good to find out about places without having to spend any money! Not only is the photography in the programme absolutely stunning, but the commentary by the two presenters has been written so that the whole programme becomes a real eye-opener, a real education. It is definitely not just another tourist holiday show, thank goodness; in fact, it is quite the opposite, as it avoids talking about beach holidays, hotel facilities and souvenir shops. The focus is on the history, culture, people and traditions of the countries the programme visits, their geography, their natural resources, and all the things that make a country unique and inviting to people like me. C Ken Chang Know Your Sport?
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There’s no way that I’ll ever miss this weekly show, even if I’m on holiday. I always record it if I really can’t be in front of the TV to watch it. In fact, I’ve even got the past eight series on DVDs, so that shows you how much I enjoy the show. Just because I know all the answers to the questions doesn’t mean that I won’t watch the shows again and again. Every week there are different sports people taking part in the quiz, so the show is never quite the same twice, even though the person asking the questions never changes. From time to time they have special editions of the show, to highlight a particular sporting event such as the football World Cup, or the Olympics. These are especially interesting for me because all the questions are based on one area of sport, so you get to really test your sporting knowledge. Yes, you could say I’m sports crazy! D Natasha Gassim Talent Spotter The thing about this programme is that it helps you to forget reality for an hour or so. You can completely switch off, and just sit back, relax and enjoy the show, without taking any of it too seriously. Most of the acts are of course complete rubbish, with people making total fools of themselves in front of a live audience of hundreds, and millions more watching it on their TV at home, just like me. But occasionally there’s an act which makes you think ‘That person has real talent’ and you want them to succeed and become famous. Sometimes you start to feel jealousy at someone’s success, but I guess that’s only natural, and of course not everyone in life can reach the top. You also have to consider how hard these people must have worked to even get onto the show in the first place, and remember that they are still a very long way from winning anything.
Unit 2: Television
Which person: a appreciates the hard work that people have done to be on television?
[1]
b has a very deep interest in sport?
[1]
c enjoys listening to different people?
[1]
d does not think they have much chance to visit other places?
[1]
e enjoys a programme where people show their skills?
[1]
f is able to watch their favourite programme as many times as they want?
[1]
g is happy that there is not too much sport?
[1]
h never misses their programme?
[1]
i says that the time of a programme can cause a problem?
[1]
j thinks that their programme is visually spectacular?
[1]
[Total: 10 Extended]
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